Vol. 22 No. 4 (2018)

Published: 2019-01-25

Special Conference Issue: AERA Online Teaching and Learning SIG

Introduction to Special Issue: AERA 2018 OTL SIG

Tadd Farmer, Jennifer Richardson, Karen Swan
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Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect

Amy T Peterson, Patrick N. Beymer, Ralph T. Putnam
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Navigating assigned roles for asynchronous online discussions: Examining participants’ orientation using conversation analysis

Amber N. Warren
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Exploring the Impact of Small-group Synchronous Discourse Sessions in Online Math Learning

Jinnie Choi, Alyssa Walters
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Quiet Participation: Investigating non-posting activities in online learning

Lesley Wilton
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Characterizing Super-Posters in a MOOC for Teachers’ Professional Development

Fernanda Cesar Bonafini
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DIGGING DEEPER INTO THE DATA: THE ROLE OF GATEWAY COURSES IN ONLINE STUDENT RETENTION

Karen Swan, William Bloemer, Leonard Bogle, Scott Day
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Going the Distance - Online Course Performance and Motivation of Distance-Learning Students

Tiffaney D Hobson, Krista Kay Puruhito
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Predicting Sense of Presence and Sense of Community in Immersive Online Learning Environments

Terry W. McClannon, Amy Cheney, Les Bolt, Krista Terry
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Accessibility that Supports Literacy: Virtual School Course Design Teams’ Instructional Planning for Students with Disabilities

Mary Frances Rice
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Designing Cross-Cultural Collaborative Online Learning Framework for Online Instructors

Alex Kumi-Yeboah
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Instructors’ Experience of Designing MOOCs in Higher Education: Considerations and Challenges

Meina Zhu, Curtis J Bonk, Annisa R Sari
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Visions of Quality Assurance in Online MBA Programs

Glori Hinck, Kerry Rice, Patrick R. Lowenthal, Ross Perkins
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Section II

Introduction to Section II

Peter Shea
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The Effect of a Multifactor Orientation on Student Performance: Organizational Skills, Goal setting, Orientation to Classroom, and Academic Support

Barbara M. McKenna, Dora Finamore, Valerie Hewitt, Linda Watson, Loretta A. Millam, Michelle Reinhardt
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Examining Construct Validity of the Student Online Learning Readiness (SOLR) Instrument Using Confirmatory Factor Analysis

Taeho Yu
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Student engagement with course content and peers in synchronous online courses discussions

Allison M Truhlar, Kimberly M Williams, M Todd Walter
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Supporting Learning Engagement with Online Students

Janet R Buelow, Thomas A. Barry, Leigh E Rich
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Faculty Development to Promote Effective Instructional Technology Integration: A Qualitative Examination of Reflections in an Online Community

Roberta (Robin) Sullivan, Victoria Neu, Fengrong Yang
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Studying cultural relevance in online courses: A thematic inquiry

Megan Adams, Sanjuana Rodriguez, Kate Zimmer
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A National Study of Online Learning Leaders in US Community Colleges

Eric E. Fredericksen
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Vol. 22 No. 4 (2018)

Special Conference Issue: AERA Online Teaching and Learning SIG

Introduction to Special Issue: AERA 2018 OTL SIG

Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect

Navigating assigned roles for asynchronous online discussions: Examining participants’ orientation using conversation analysis

Exploring the Impact of Small-group Synchronous Discourse Sessions in Online Math Learning

Quiet Participation: Investigating non-posting activities in online learning

Characterizing Super-Posters in a MOOC for Teachers’ Professional Development

DIGGING DEEPER INTO THE DATA: THE ROLE OF GATEWAY COURSES IN ONLINE STUDENT RETENTION

Going the Distance - Online Course Performance and Motivation of Distance-Learning Students

Predicting Sense of Presence and Sense of Community in Immersive Online Learning Environments

Accessibility that Supports Literacy: Virtual School Course Design Teams’ Instructional Planning for Students with Disabilities

Designing Cross-Cultural Collaborative Online Learning Framework for Online Instructors

Instructors’ Experience of Designing MOOCs in Higher Education: Considerations and Challenges

Visions of Quality Assurance in Online MBA Programs

Section II

Introduction to Section II

The Effect of a Multifactor Orientation on Student Performance: Organizational Skills, Goal setting, Orientation to Classroom, and Academic Support

Examining Construct Validity of the Student Online Learning Readiness (SOLR) Instrument Using Confirmatory Factor Analysis

Student engagement with course content and peers in synchronous online courses discussions

Supporting Learning Engagement with Online Students

Faculty Development to Promote Effective Instructional Technology Integration: A Qualitative Examination of Reflections in an Online Community

Studying cultural relevance in online courses: A thematic inquiry

A National Study of Online Learning Leaders in US Community Colleges

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